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How the Brain

LearnsBest - 1

Arlene R. Taylor PhDwww.arlenetaylor.org Brain References

Brain Benders Arlene R. Taylor PhD Realizations Inc

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How Does the Brain Learn?Arlene R. Taylor PhD Realizations Inc

No one knows for sure!

If it was known, it could make life so much easier for everyone—parents, students, teachers, coaches…

Studies on brain function and intelligence are forging new perspectives, however, on how the brain learns BEST

The Bad NewsArlene R. Taylor PhD Realizations Inc

Unlike animal studies, human studies are by nature correlational rather than experimental – there has been some inconsistency among studies and their conclusions

There is always some personal bias among those who attempt to understand perceived outcomes and make related practical applications

The Good News Arlene R. Taylor PhD Realizations Inc

A plethora of studies haveshown with some impunity how the brain naturally learns BEST!

This is at once exciting and even exhilarating because with some effort and innovation the process of learning could be enhanced significantly for most individuals

The Sad News Arlene R. Taylor PhD Realizations Inc

It’s also depressing—since millionsof brains are experiencing sub-optimal learning as they move through or drop out of the educational process in a variety of environments, some of which are at least demeaning if not outright punishing or even abusive at some level

Oh, students are learning—many to hate both school and the process of learning

ResearchArlene R. Taylor PhD Realizations Inc

A plethora of study conclusions are available; some of which dateback 20 years or more (e.g., natural lighting)

Many references are located on the Realizations Inc website –www.arlenetaylor.org

Brain ReferencesLearning and the Brain

Best - MultiprocessingArlene R. Taylor PhD Realizations Inc

The brain learns best througha variety of inputs, oftenOccurring at the same time

Traditionally, educational information tends to be presented sequentially

A recent internet search found 657,000 sites for sequential lesson plans and only 18,400 sites for non-sequential lesson plans (2%)

Associations Are Needed!Arlene R. Taylor PhD Realizations Inc

The brain needs multipath, multimodal, and multisensory experiences to create as many associations as possible

It is insufficient to merely read or hear about a topic

The more complex the topic, the more likely the brain is to learn and to retain the information when rich sensory inputaccompanies the learning experience

Best - Whole-Brain LearningArlene Taylor PhD Realizations Inc

The whole brain needs to be engaged to facilitate learning

Unfortunately, a multipath, multimodal, multisensory combination is not readily available in today’s style of formal teaching

Learning activities that include strengthsof both hemispheres need to be designedand implemented on a regular basis

Reading AloudArlene R. Taylor PhD Realizations Inc

Reading aloud can help students get moreout of their reading, reinforce their speaking ability at the same time, and increase retention and recall because they see, articulate, and hear

PET Scans have shown dramatically increased stimulation to the brain during reading aloud

The single most important activity for building the knowledge required for eventual success in reading (silent or aloud) is reading aloud to children at home and in the classroom

It is deemed more important than book reports, worksheets, homework, assignments, and flashcards

―Jim Tralese, Reading Aloud Handbook

Being Read ToArlene R. Taylor PhD Realizations Inc

Best - Flexible EnvironmentArlene R. Taylor PhD Realizations Inc

All brains are basically very much alike and yet each differs so the learning environment needs to be very flexible

Each brain develops so uniquely thatcompletely normal development can differ by a spread of two or more yearsbetween learners of the same chronological age

Huge Implications for FlexibilityArlene R. Taylor PhD Realizations Inc

Classroom configuration Grade-related standards Forced silence and / or

physical inactivity demanded by adultswho believe that a quiet and controlledenvironment is best for learning

Think about the complexity of most home environments in which children learn very quickly, especially ages one to five

Best - Flexible SeatingArlene R. Taylor PhD Realizations Inc

Arrangements (e.g., circles, U shapes, V shapes) with move- abilityand ½ seated and ½ standing desks

Position (e.g., some learn best seated ina traditional chair position; others in a nontraditional body position (e.g., sitting or lying on the floor, curled up / stretched out on a couch, standing,walking around, in a beanbag)

Student Impact Arlene R. Taylor PhD Realizations Inc

An increase in physical spacebetween students leads to anincrease in on-task time and a decrease in disruptive behavior

At least 20% of learners are significantly affected, either positively or negatively, by seating options or the lack of these options ―Rita and Ken Dunn

Learning Style Model Study 1980-1990

Best - Physical MovementArlene R. Taylor PhD Realizations Inc

Students are not only permitted but alsoare encouraged to stand and to get up and move around

Studies of adolescents: 50% needed extensive

mobility while learning 25% needed occasional mobility 25% needed at least minimal movement

Optimizes the BrainArlene R. Taylor PhD Realizations Inc

The brain is activated during physical movement, which helps to optimize its performance

Just standing up creates more attentional arousal

Increases blood flow and oxygen tothe brain by 10-15%

Can speed up the processing ofinformation by 5-20%.

Some MUST Move to Learn …Arlene R. Taylor PhD Realizations Inc

Extroverts 15-16%

Ambiverts 68-70%

Introverts 15-16%

Relatively sleepy brains that need and crave stimulation

Relatively super alert brains

Some MUST Move …Arlene R. Taylor PhD Realizations Inc

Empathizing Brain -Equated more with female brains

50-50Brains

Systemizing Brain -

Equated more with male brains

Stop asking boys to “Look at me when I’m talking to you . . .” It’s stressful! They typically listen better when they’re not

looking at you or are doing some activity.

Some MUST Move …Arlene R. Taylor PhD Realizations Inc

20% Auditory –more females

Howthingssound

60% Visual –more males

Howthingslook

20% Kinesthetic –equal #s M-F

Howthingsfeel

Sensory Preference Estimates

Some MUST Move …Arlene R. Taylor PhD Realizations Inc

Four Divisions of the Human Cerebrum

Individuals with an energy advantage in the Envisioning Division

ADHD

Autism Spectrum and

Asperger Syndrome

Some MUST Move, Cont’dArlene R. Taylor PhD Realizations Inc

Best - Internal MotivationArlene R. Taylor PhD Realizations Inc

Studies: internal motivators yield higher performance than external motivators (e.g., praise, rewards, punishment)

Rewards for effort are moreencouraging than rewards for success in the long term

Motivation, Cont’dArlene R. Taylor PhD Realizations Inc

Encouragement increases positive outcomes:

“You’re on the right track”“Give it your best effort” “Keep going, it’ll come”

Encouraging creativity for its own sakeappears to be far more effective than providing external rewards for creativity, too

Motivation, Cont’dArlene R. Taylor PhD Realizations Inc

The brain operates differently under the context of a reward:

Behaviors become more narrow, stereotypical, rigid and predictable

Performance of repetitious tasks canbe enhanced, but only temporarily

DownshiftingArlene R. Taylor PhD Realizations Inc

Learner thinking is downshifted in the presence of any behavior-oriented threats and anxiety

Behavior-oriented threats and anxiety areoften seen under typical reward systemsused in many educational settings

The entire traditional system of grading is basically an external reward and punishment system

The Bottom Line Arlene R. Taylor PhD Realizations Inc

It has been known for some time and at some level thattraditional styles of education do not work for many brains―most are actually brain-antagonistic

Studies have revealed much moreabout how the human brain naturallylearns best―when will education embrace that knowledge?